Curriculum Integration: Opportunities to Maximize Assessment as, of, and for Learning

Abstract Curriculum integration, focusing on multidisciplinary tasks/projects relevant to the real-world, lends itself to authentic assessment practices. However, attempting to incorporate assessment of, for, and as learning can be challenging. Using data from two mixed method case studies (n=52, n=...

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Bibliographic Details
Published in:McGill journal of education 2009, Vol.44 (3), p.451-465
Main Authors: MacMath, Sheryl, Wallace, John, Chi, Xiaohong
Format: Article
Language:English
Subjects:
Case Studies
Classroom Observation Techniques
Curriculum Development
Educational Change
Evaluation Methods
Integrated Curriculum
Interdisciplinary Approach
Interviews
Middle School Students
Performance Based Assessment
Portfolio Assessment
Student Evaluation
Student Projects
Student Surveys
Teaching Methods
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Summary:Abstract Curriculum integration, focusing on multidisciplinary tasks/projects relevant to the real-world, lends itself to authentic assessment practices. However, attempting to incorporate assessment of, for, and as learning can be challenging. Using data from two mixed method case studies (n=52, n=27) which tracked middle school student learning throughout separate integrated units, we analyzed the types of assessments used by teachers and the relationship of assessment to student learning. Results and implications for teacher practice are explored.
ISSN:0024-9033
1916-0666
DOI:10.7202/039949ar